Despite the American Academy of Pediatrics’ (2016) recommendation to limit screen exposure in the early years, toddlers’ screen use exceeds these guidelines (Rideout & Robb, 2020). Given the significant role of parental media use in children’s exposure to screens (Domoff et al., 2020; Lauricella et al., 2015), it is important to understand the factors that contribute to parental screen use. Digital technologies have been posited as tools for emotion regulation (Wadley et al., 2020), suggesting that parental emotion regulation may serve as a significant determinant of parental media use. Prior studies have shown the association between emotion regulation strategies and different types of screen use, including non-interactive and interactive media (Extremera et al., 2019; Rozgonjuk & Elhai, 2021). It has also been suggested that the role of emotion regulations strategies may differ by personality traits (Gross & John, 2003). However, limited research to date examined these associations with the focus on parents of toddlers. Therefore, the purpose of this study is to examine the association between parents’ emotion regulation strategies on their screen use and the moderating role of personality traits in this association. This study used secondary data collected from an online survey of 296 mothers of children between 18 to 36 months in the United States. Linear regression models were fitted to examine the association between emotion regulation strategies and parental screen use, with a focus on two specific regulation strategies and interactive and non-interactive screen use. They were founded that cognitive reappraisal was not related either non-interactive and interactive screen uses and that expressive suppression was only associated with non-interactive screen use. Cognitive reappraisal was related to agreeableness and expressive suppression was related to extraversion. No moderator roles of agreeableness on the association between cognitive reappraisal and both types of screen use and extraversion on the association between expressive suppression and both types of screen use were found. Future research is needed to test the possible biases resulting from the self-report technique, understand the causation between emotion regulation strategies and screen use, and include the context of screen media for deeper understanding. / Toddlers use screens, like smartphones and tablets, more than recommended by American Academy of Pediatrics (2016), and understanding why may help to support children’s healthy developmental outcomes. How much parents use screens is related to how much children use screens (Lauricella et al., 2015), making it valuable to examine parents' screen use. Screens may help individuals learn to control or regulate their emotions (Wadley et al., 2020), suggesting that parental emotion regulation may be one reason that parents use screens. Prior studies have shown that emotion regulation is related to different types of screen use, including non-interactive (e.g., video viewing) and interactive media (e.g., playing video games; Extremera et al., 2019; Rozgonjuk & Elhai, 2021). I examined two strategies of emotion regulation: cognitive reappraisal, which is reinterpreting the situation that cause emotions, and expressive suppression, which is hiding and inhibiting emotions. It has also been suggested that the role of emotion regulations strategies may differ by personality traits (Gross & John, 2003). However, limited research to date examined these associations with the focus on parents of toddlers. The current study examined how maternal cognitive reappraisal and expressive suppression related to both non-interactive and interactive screen use and moderating role of personality traits on these relations. Mothers of toddlers (N = 296; M_age = 31.8 years) completed surveys for this study. Findings showed that cognitive reappraisal was not related to either non-interactive or interactive screen use, although it was related to agreeableness and that expressive suppression was related to non-interactive screen use and extraversion. Associations between these two emotion regulation strategies and both types of screen use were not moderated by personality characteristics. Further explanation is needed to examine the context of screen media and the causal links between emotion regulation strategies and screen use.

Made available in DSpace on 2017-07-24T19:45:52Z (GMT). No. of bitstreams: 1 Hernani Batista Cruz.pdf: 10241942 bytes, checksum: 63ecd7f401a85bd2dac9ea8973399db8 (MD5) Previous issue date: 2016-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In general, the students of High School present difficulties in using the principles of Physics to explain situations of daily life, natural phenomena and the operation of technological devices. In most physics classes, programmatic content is presented through the use of chalkboard and chalk. Some subjects of Physics are quite complex and abstract, and in order for the student to understand them, some drawing is necessary. In general, high school teachers have a large workload, and often need to play the same class in more than one class on the same day. To reduce the time of imaging and focus on learning, one can draw on available technology. A technological resource already present a few years ago in High School is the interactive screen. In most colleges it is used in a partial way, in addition to having few units available in colleges. Thus, the present dissertation used as a motivation for the use of the interactive screen with high school students, discussions of contents such as electromagnetic waves and electromagnetic spectrum, diodes and doping, electric circuits, serial and parallel association, and pressure in hydraulic presses . These discussions were divided into two workshops. In the first workshop was built an infrared emitting pen, which was calibrated with a computer and a Nintendo Wii® controller. The calibration process is the use of a program that adjusts and determines each point clicked on the projected screen with the computer. In this way, the set (calibrated pen and control) has become an interactive low cost screen. In the second workshop, the constructed interactive screen was used by the master's and high school students to carry out the activities of a pedagogical book of initiation in programming and robotics, with some applications in Physics (to explain, for example, the operation of a hydraulic press Automatic). In the activities performed, in order to achieve an efficient learning, the socio-interactionist theory of Lev Vygotsky and the significant learning of David Ausubel was used. / De maneira geral, os alunos do Ensino Médio apresentam dificuldades em utilizar os princípios da Física para explicar situações da vida cotidiana, fenômenos naturais e o funcionamento de aparelhos tecnológicos. Na maioria das aulas de Física, o conteúdo programático é apresentado através do uso de quadro e giz. Alguns assuntos de Física são bastante complexos e abstratos, e, para que o aluno possa compreendê-los, faz-se necessário algum desenho. De maneira geral, os professores do Ensino Médio têm uma carga horária grande, e muitas vezes necessitam de reproduzir a mesma aula em mais de uma turma no mesmo dia. Para diminuir o tempo de elaboração de imagens e focar na aprendizagem, pode-se recorrer à tecnologia disponível. Um recurso tecnológico já presente há alguns anos no Ensino Médio é a tela interativa. Em grande parte dos colégios é usada de maneira parcial, além de terem poucas unidades disponíveis nos colégios. Deste modo, a presente Dissertação utilizou como motivação para o uso da tela interativa com alunos do Ensino Médio, as discussões de conteúdos como ondas eletromagnéticas e espectro eletromagnético, diodos e dopagem, circuitos elétricos, associação em série e paralelo, e pressão em prensas hidráulicas. Estas discussões foram divididas em duas oficinas. Na primeira oficina foi construída uma caneta emissora de infravermelho, a qual foi calibrada com um computador e um controle de Nintendo Wii. O processo de calibração é a utilização de um programa que ajusta e determina cada ponto clicado na tela projetada com o computador. Deste modo, o conjunto (caneta e controle calibrados) tornou-se uma tela interativa de baixo custo. Na segunda oficina, a tela interativa construída foi utilizada pelo mestrando e alunos do Ensino Médio para executar as atividades de um caderno pedagógico de iniciação em programação e robótica, com algumas aplicações em Física (para explicar, por exemplo, o funcionamento de uma prensa hidráulica automática). Nas atividades realizadas, para se conseguir uma aprendizagem eficiente, foi utilizada a teoria sociointeracionista de Lev Vygotsky e a aprendizagem significativa de David Ausubel.